Hasmonean High School for Boys Review 2026: Strong Academic Results in Orthodox Jewish Context

When Rabbi Dr. Solomon Schonfeld established Hasmonean in 1944, amidst the upheaval of post-war Europe, his ambition was clear: create an Orthodox Jewish school where boys could flourish academically whilst rooted in religious tradition. Eighty years later, the school delivers on that founding vision. Rated Good across all areas in November 2023, with GCSE results that place it in the top 10% of England's non-selective state schools (FindMySchool ranking), Hasmonean remains a beacon for families seeking academic excellence combined with genuine religious commitment. Approximately 750 boys study across two main sites in Hendon and a recently opened middle school in Belsize Park, creating a network where Jewish values and secular ambition coexist as deliberate partners rather than competing forces.

The school's ethos is captured in the phrase Torah im Derech Eretz, meaning engagement with both Jewish scholarship and worldly success. This is not mere aspiration; it shapes daily practice. Roughly one-third of the school day is dedicated to Jewish Studies, from Gemara (Talmudic analysis) taught by specialist Rabbis to Hebrew language instruction. The curriculum runs on an extended school day to accommodate both intensive religious study and the full complement of secular subjects. Boys learn within a structured environment where dress code, collective prayer, and Shabbat observance are normative.

Mrs Miriam Langdon, headteacher since March 2023, arrived from a background in science education and has steered the school through recent changes, including the 2023 opening of a dedicated middle school in Belsize Park for Year 7 and Year 8 pupils. The decision to split Year 7-8 onto a separate campus near Belsize Park tube station reflects genuine pressure on capacity, with demand substantially outstripping places. Teachers possess subject expertise; science staff, for instance, include experienced A-level examiners. Pastoral care is embedded: form tutors see students daily, a dedicated school counsellor is available, and the leadership approach is described as hands-on and visible.

The school operates as part of the Hasmonean Multi-Academy Trust, alongside the girls' school. By institutional design, boys and girls are taught separately, with entirely distinct facilities, play areas, and learning spaces, reflecting the Orthodox principle of gender-separated education. This separation is fundamental to the school's identity and is discussed openly in admissions materials.

GCSE Performance

Students achieved an Attainment 8 score of 59 in recent years, well above the England average of 45.9. The school ranks 474th in England for GCSE results (FindMySchool ranking), placing it in the top 10% nationally and 8th among all secondary schools in the Barnet Local Authority. These figures are particularly noteworthy given that the school is non-selective; entry is determined by proximity and faith criteria rather than ability.

At GCSE, 46% of grades achieved were at the 9-7 range (the top two grades), compared to an England average of 54%. The English Baccalaureate entry rate stood at 36%, with an average EBacc APS (average point score) of 5.64, well above the England average of 4.08. Progress 8, which measures how much progress pupils make from their starting points at the end of primary school to GCSE, was +0.7, indicating above-average progress. This suggests the school adds genuine value to its intake.

A-Level Performance

At A-level, the school ranks 402nd in England (FindMySchool ranking), placing it in the top 15% nationally and 10th in Barnet. The breakdown shows 20% of grades at A*, 22% at A, and 20% at B, giving a total of 62% at A*-B. This compares to an England average of 47% at A*-B, indicating strong performance at sixth form level. The consistency across GCSE and A-level suggests a school that sustains academic momentum through students' later teens.

The curriculum follows national requirements but is enriched substantially. All pupils study a broad range of subjects in Key Stage 3 (Years 7–9). At GCSE, a core curriculum is compulsory (including English, mathematics, sciences), with an extended menu of optional subjects allowing students to pursue particular interests. Modern languages are offered; sciences are taught separately rather than as combined qualifications. At A-level, students choose from a wide subject range, with strong uptake in mathematics, sciences, languages, and humanities.

The Ofsted report from November 2023 noted that leaders are ambitious for all pupils to do well, resulting in strong examination outcomes. Teachers have secure subject knowledge and pupils are supported to deepen their understanding. The school thinks carefully about how to train staff to deliver the curriculum effectively, though inspectors noted that training is not always applied consistently across all teachers. This is a minor area flagged for development rather than a significant weakness.

Sixth form study is preceded by the Beis Hamedrash programme (Beis meaning house, referring to a dedicated Jewish studies space). This structured program is described as the jewel in the crown of sixth form provision, combining advanced secular study with immersive religious learning. Boys spend part of each day in the Beis, where they engage with Gemara at multiple levels, study Halacha (Jewish law), and explore their religious identity in depth. This dual curriculum prepares students for yeshiva study (religious seminaries) after sixth form, a pathway that the vast majority of male students pursue for at least one year before university.

The school provides a deliberately structured range of extracurricular opportunities. Sports include football, cricket, rugby, and other traditional school team sports, with fixtures and competitions featuring regularly. Duke of Edinburgh Award is available from Year 9, offering Bronze, Silver, and Gold progression. Music provision includes instrumental lessons (arranged privately, at parents' expense) and group ensembles. Drama productions take place throughout the year, with students expected to contribute both on-stage and backstage.

Leadership opportunities emerge through the application process to become Head Boy or through leading formal school societies. The Israel Society and Tzedokah (the charity department) are student-led initiatives, with Tzedokah raising tens of thousands of pounds annually for various charities, creating tangible experience of community responsibility. Debates, chess, and other academic clubs are active. Educational trips supplement learning, with visits to destinations including Poland, Belgium, and across Europe designed to enrich understanding of Jewish history and culture. The annual Achdut trip for Year 7 is a bonding event, along with Shabbatonim (retreats) and activity days in July that break up the academic calendar.

Sixth formers benefit from careers guidance, support with UCAS applications, and help navigating post-18 options. Speakers from universities and employers visit regularly, introducing students to professional pathways. For those pursuing yeshiva, the school's Rebbes (religious teachers) maintain strong links with Hesder yeshivot (combined military and religious study institutions), including KBY, Gush, Hakotel, and American institutions like Toras Moshe, Mercaz, and Beis Yisroel. Representatives from each yeshiva visit Hasmonean in February to conduct interviews and describe their programmes. This structured pipeline means most students exit sixth form with a clear next step, whether yeshiva or university.

The extended school day and integrated nature of religious study mean the school occupies a significant place in students' daily lives. Boys typically spend 8:50am to 3:20pm on-site, with additional structured learning during form periods. Lunch is provided on-site; the majority of students walk or take public transport (bus route 240 serves the main site, with underground access via Mill Hill East and Golders Green stations).

Hasmonean is a non-selective state school, meaning entry is not determined by ability. Places are allocated by the Barnet Local Authority under standard coordinated admissions. However, the school does apply faith criteria. Families wishing to be considered under religious criteria must complete a Supplementary Information Form and provide a Rabbi Reference Form, confirming their religious observance and community standing. This may be completed by a rabbi from one of the three congregations that govern the school's trustees (Adath Yisroel, Golders Green Beth Hamedrash Congregation, and Hendon Adath Yisroel), though other Orthodox rabbis are generally accepted.

In 2024, the school received 109 offers against 175 applications for entry at Year 7, giving a ratio of 1.61:1. The last distance offered was 5.563 miles in 2024. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Year 7 and Year 8 entry in-year requires direct application to the school using the In-Year Application form and Rabbi Reference Form. Sixth form entry carries its own requirements; external applicants must meet minimum GCSE grades and pass an interview, and must be able to commit to the extended day and religious programme.

Open evenings are held termly; the school encourages prospective families to visit. Belsize Park campus (Year 7 and 8) held an open evening in September 2025, with the main campus typically hosting events in the autumn term. Parents should verify current dates on the school website.

The school operates on an extended timetable to accommodate both secular and Jewish studies. Standard hours are 8:50am to 3:20pm; students are expected to remain on-site throughout. Lunch is provided in-house. The main boys' school is located at Holders Hill Road, Hendon (NW4 1NA), near bus route 240 and within walking distance of Mill Hill East underground station. Year 7 and Year 8 are now housed at a separate campus on Southampton Road, Belsize Park (NW5 4JS), very close to Belsize Park tube station. The move to Belsize Park reflects the school's expansion in response to demand; the main site was originally built for fewer students.

Families should be aware that the extended day, religious observance, and dress code (school uniform plus hair/personal appearance standards aligned with Orthodox Jewish practice) form part of daily life. Music lessons, if taken, are paid for separately. Most transport is by public bus or underground; parking at the main site is limited, and the Belsize Park campus has minimal parking with the school encouraging public transport use.

Pupils feel safe and well cared for, with adults readily available for conversation. The Ofsted report noted that on the rare occasion bullying occurs, it is dealt with swiftly. A form tutor sees each boy daily, providing the first point of contact. Year Leaders oversee specific year groups and handle more complex pastoral issues. A dedicated school counsellor, Mr Linton-Smith, is available for students needing sensitive support. This layered approach means issues can be identified and addressed before escalating.

The school leadership takes attendance seriously and works actively with parents to improve attendance. Leaders identify the needs of pupils with special educational needs or disability accurately and adapt teaching accordingly. Rewards (points and recognition) are used to reinforce positive behaviour; detentions are issued for poor punctuality or repeated breaches of standards. The culture emphasises personal responsibility and is framed around the school's values of commitment to learning and community responsibility.

Religious observance is fundamental. Hasmonean is not a secular school that happens to offer Jewish studies as an option. Prayer, collective worship, Shabbat observance, and the wearing of religious items (such as tzitzit, the fringed ritual garment) are normative and expected. Families uncomfortable with daily davening (prayer), regular Masses at the Beis, explicit religious teaching, and the observance of Jewish laws and customs should look elsewhere.

The extended day and dual curriculum demand genuine commitment. Students spend roughly one-third of their time on Kodesh (religious) studies and two-thirds on secular subjects. This requires a student who can sustain focus across a long day and who regards both elements as valuable. Boys who view the religious component as an obstacle to academic progress rather than as integral to their education may experience the day as tiring or feel at odds with the school's ethos.

Capacity constraints are real. The school is popular and consistently oversubscribed. The 5.563-mile distance in 2024 indicates that even families living in the general area may not be offered a place. Families considering Hasmonean should verify current distances before relying on it as their first choice, and should prepare realistic alternatives.

The yeshiva pathway is strongly encouraged but not mandatory. Most sixth formers spend at least one year in yeshiva after Year 13. The school's entire sixth form structure is designed to facilitate this transition. Families prioritising direct university entry without religious study may find the philosophy here different from more secular independent schools.

Hasmonean delivers a distinctive educational model: rigorous secular academics integrated with serious religious learning, within a framework of Orthodox Jewish practice. Results place it in the top 10% of England's non-selective state schools at GCSE and top 15% at A-level. Teachers are knowledgeable, behaviour is respectful, and the pastoral structure is attentive. For families for whom Jewish identity and education is central, and who value the integration of faith with academic ambition, this is a genuinely exceptional option. The founding vision of Torah im Derech Eretz remains lived reality, not slogan. Best suited to boys from Orthodox Jewish families who view religious observance and communal life as inseparable from education, and who want strong academic results within a framework that prioritises both. The main barrier is admissions; securing a place requires proximity to the school and faith credentials. Once admitted, the educational and pastoral experience is committed and substantial.